Code: | E606 | Acronym: | SDC |
Keywords | |
---|---|
Classification | Keyword |
OFICIAL | Sociology of Education |
Active? | Yes |
Responsible unit: | Education Sciences |
Course/CS Responsible: | First degree in Educational Sciences |
Acronym | No. of Students | Study Plan | Curricular Years | Credits UCN | Credits ECTS | Contact hours | Total Time |
---|---|---|---|---|---|---|---|
LCED | 74 | Official Curricular Structure | 3 | - | 6 | 57 | 162 |
Official Curricular Structure | 3 | - | 6 | 57 | 162 |
1. The course of Socioanthropology of Development and Culture (SDC) is a curricular unit (6 ECTS) to be run in the 6th semestre of the 1st degree in Education Sciences.
2. SDC belongs to the scientific area of social sciences and approaches anthropological and sociological theries on development and culture. Its main goal is to convene and deepen previous knowledge and competencies developed in other curricular units in the same scientific area.
3. SDC aims at contributing to a deeper understanding of the impacts of globalisation on the present social contexts, mainly in Portuguese society,with an emphasis on the education field. SDC approaches three core concepts: tradition, modernity and postmodernity. It intend to do so by convening empirical work developed in the field of Sociology and Antrhropology of Education. Globalisation and its impacts on social and educational policies will frame the development of the course underlining the contributes for the prfessional practices of the graduates.
Objectives:
• To contribute to the reflexive conceptualisation of the social practices, namely in the field of education, whereas processes of management of social change.
• To contextualise the issues of the managment of social change in the context of Portuguese society framed by the processes of globalisation.
• To identify the impacts of globalisation on the existeing and emerging sociabilities.
• To contribute to professenial reflexivity of those who are engaged in projects elaborated for 'the others' (defined as ethny, class, gender, life styles, etc.) .
• To identify individual and group 'differences' as active subjects of their own individual and social action.
• Analyse projects on education while instances/instruments for social change.
• Identification of political assumptions in texts where projects of development via education are designed.
• Identification in educational contexts of the sociologigical and epistemological statute of those for whom the projects are designed.
• Identification of the models of the relationship with the 'differences' in given policies and projects.
1. The impacts of globalisation: economy, politics and epistemology
2. Tradition and modernity: issues and dilemmas of modernisartion
3. The debate on postmodernity and the education field
4. ‘Us’ and ‘Them’ – Models of relatioship to the differences
5. Development and Culture: the role of education
- Presentation by the teacher
- Reading and analysis of texts
- Team work
- Debate in small and large group
Description | Type | Time (hours) | Weight (%) | End date |
---|---|---|---|---|
Exam | Exame | 4,00 | 50,00 | |
Team work | Trabalho laboratorial | 26,00 | 50,00 | |
Total: | - | 100,00 |
Description | Type | Time (hours) | End date |
---|---|---|---|
Participating in the sessions | Frequência das aulas | 57 | |
Reading and anaysing texts | Estudo autónomo | 75 | |
Team work | Trabalho laboratorial | 26 | |
Exame | Trabalho de investigação | 4 | |
Total: | 162,00 |
75% of attendance of the classes are required to be eligible for evaluation.
The final mark corresponds to the following calculation: assessment (50%) + exam (50%) as expressed in a 0 to 20 scale. The students that do not deliver the assessment or have a negative mark in it will make a final exam covering all the contents of the curricular unit.
Students that are legally allowed not to attend the session must deliver a report on one of the themes of the program.
Students who want to improve their mark may use the special exam period for the purpose.